Students’ Perceptions of a Cohort-style Graduate Program: A Descriptive Analysis of Feedback Obtained from MACJA Graduates

Perez, Nicholas M.; Fegadel, Averi R.; Bromley, Max L.

doi:10.1080/10511253.2015.1026916

Cited by 2 publications

(4 citation statements)

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“…Shifting to the student's perspective of a cohort structure, students prefer to have more course choices (Johnson & Romanoff, 1999); however, students were accepting of the preselected courses if the instructor was wellprepared, and the class was found to be interesting. Students who participated in a cohort program said the design of the program provided an environment that allowed them to broaden their preconceived perspectives (Perez, Fegadel, & Bromley, 2015). The cohort program allowed students to think differently about their experience and see other experiences from a different perspective.…”

Section: Research About Cohort Models Cohort Descriptionmentioning

confidence: 99%

“…To lay the foundation for the cohort environment, Rausch and Crawford (2012) concluded that a sense of belonging at the beginning of a cohort program, paired with a face-to-face session, provides a setting for trust and a safe environment. More specifically, Perez, Fegadel, and Bromley (2015) discovered that over 28% of graduates shared qualitative praise about the cohort program without any prompt. This might seem like a low number, but this number represents those students who volunteered to share praise about the program without being asked.…”

Section: Research About Cohort Models Cohort Descriptionmentioning

confidence: 99%

“…For adult learners who have multiple responsibilities, having a program with all the courses selected and a clear timeline to completion could be advantageous. The level of support was exceptionally beneficial to those who worked full-time, had a family, or had many outside commitments (Perez, Fegadel, & Bromley, 2015). However, if an adult learner would need to take time off, there could be challenges getting back on track.…”

Section: Student and Faculty Characteristicsmentioning

confidence: 99%

“…Furthermore, 52% of the faculty viewed the cohort model as an efficient delivery method. Perez, Fegadel, and Bromley's (2015) study revealed that faculty found the cohort program to enhance faculty collaboration, planning, and development of a cohesive curriculum.…”

Section: Student Characteristicsmentioning

confidence: 99%

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An analysis of cohort models in technical education at Kansas City Kansas Community College

Lewandowski¹

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This mixed method study was conducted to gain a better understanding of technical educational center (TEC) cohort programs at a midwestern urban community college. In a cohort model, the students start a program and progress through the curriculum together until completion (Bista and Cox, 2014). Specifically, the study focused on two student types, high school students who were taking college courses and postsecondary students as well as the TEC cohort faculty. The TEC cohort model was examined to learn more about the graduation rates, continued program enrollment, and student support systems. Due to a gap in the literature about cohort models in relationship to race, ethnicity, and gender, those aspects were also studied. The results of the study found that postsecondary students graduated at a higher rate than high school students. Relationships developed throughout the cohort among classmates and with the faculty were indicated as a contributing factor to program completion. Other themes included cohort model structure, hands-on learning, career opportunities, and student attitudes. The study concluded with a set of four recommendations.

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Section: Research About Cohort Models Cohort Descriptionmentioning

confidence: 99%

Section: Research About Cohort Models Cohort Descriptionmentioning

confidence: 99%

Section: Student and Faculty Characteristicsmentioning

confidence: 99%

Section: Student Characteristicsmentioning

confidence: 99%

See 2 more Smart Citations